Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Self-Esteem and Culture

Self-Esteem and Culture

Self-esteem, a core psychological construct, is intricately shaped by cultural context and varies significantly between collectivist and individualistic societies. In collectivist cultures such as Japan, self-esteem tends to be flexible, context-sensitive, and influenced by relationships. A Japanese student, for instance, may show restraint in formal settings like school but behave more openly among close friends, reflecting the flexible and dynamic nature of self-concept in such...

Cultural Influences on Personality

Cultural Influences on Personality

Individualist and collectivist cultures emphasize different core values, shaping personality in distinct ways. In individualist cultures, such as those in the United States, England, and Australia, people prioritize independence, competition, and personal achievement. These societies tend to promote self-focused traits, with individuals often reporting higher levels of self-esteem. In contrast, collectivist cultures, commonly found in regions like Asia, Africa, and South America, emphasize...

Humanistic Psychology

Humanistic Psychology

Humanistic psychology emerged in the mid-20th century as a response to the deterministic and pessimistic nature of behaviorism and psychoanalysis. While behaviorism focused on observable behaviors influenced by the environment and psychoanalysis delved into unconscious motivations, both theories suggested that human actions lacked free will. In contrast, humanistic psychology offers a perspective that emphasizes the innate potential for goodness and growth within every individual.
This approach...

Qualitative Analysis

Qualitative Analysis

For solutions containing mixtures of different cations, the identity of each cation can be determined by qualitative analysis. This technique involves a series of selective precipitations with different chemical reagents, each reaction producing a characteristic precipitate for a specific group of cations. Metal ions within a group are further separated by varying the pH, heating the mixture to redissolve a precipitate, or adding other reagents to form complex ions.
For instance, group IV...

Qualitative Analysis

Qualitative Analysis

Qualitative analysis is the process of identifying elements, ions, or compounds in an unknown sample. It is the first and most fundamental type of analysis based on the hierarchy of analytical goals. This hierarchy is significant as it provides a structured approach to scientific research, with qualitative analysis serving as the initial step, providing essential information before moving on to quantitative or other forms of analysis.
There are two main approaches to qualitative analysis:...

Social Proof

Social proof is a form of persuasion based on comparison and conformity. People compare their behavior and actions to what others are doing and will change to conform to do what their peers do.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Cracks and lights of assessment implementation in competency-based medical education.

Medical education·2026

Same author

When I say … liberation pedagogy.

Medical education·2026

Same author

Unheard Voices from Earth: A Fable from 2184.

Medical education·2025

Same author

Edusemiotics in medical education.

Medical teacher·2025

Same author

Mapping advance care planning and advance directives in Latin America.

BMC palliative care·2025

Same author

From criteria to impact: The ASPIRE framework as a roadmap for faculty development excellence in health professions education.

Medical teacher·2025

Search research articles

Related Experiment Video

Updated: Mar 1, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Understanding competence assessment culture: A qualitative study.

Ugo Caramori¹, Natália Bortoletto D'Abreu¹, Leonardo de Andrade Rodrigues Brito¹

¹School of Medical Sciences, University of Campinas (UNICAMP), Campinas, Brazil.

Medical Teacher

|February 28, 2026

Summary

Faculty understanding of competence assessment in competency-based medical education (CBME) often focuses on discrete components rather than real-world tasks. This analytic approach may hinder CBME

Keywords:

Competency-based medical education assessment culture qualitative research quality education

More Related Videos

Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

Published on: January 7, 2019

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Related Experiment Videos

Last Updated: Mar 1, 2026

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

Enactive Phenomenological Approach to the Trier Social Stress Test: A Mixed Methods Point of View

Published on: January 7, 2019

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Medical Education
Health Professions Education
Educational Assessment

Background:

Competency-based medical education (CBME) is a global standard aiming to align medical training with healthcare system needs.
Successful CBME implementation hinges on a shared understanding of competence and its assessment, which can vary across institutions.
Faculty interpretations of competence assessment significantly influence the practical application of CBME.

Purpose of the Study:

To explore how faculty members understand competence assessment within a CBME framework.
To examine the implications of these understandings for the effective implementation of CBME.
To identify potential challenges and opportunities for advancing CBME.

Main Methods:

A qualitative, exploratory study was conducted at a public medical school in Brazil.
Twenty self-selected faculty members participated in semi-structured, online interviews.
Data analysis employed a deductive framework method, integrating four theoretical models from CBME literature.

Main Results:

Most faculty viewed competence analytically, as separate knowledge, skills, and attitudes, rather than a synthetic, task-based approach.
Assessment was primarily seen as certification, using multiple, non-integrated methods.
Outcomes were mainly framed for internal educational stakeholders, with limited patient or healthcare system focus.

Conclusions:

Local cultural understandings of competence assessment impact CBME implementation.
A gap exists between current assessment practices and real-world readiness, questioning certification legitimacy.
Advancing CBME necessitates contextual responsiveness and deeper engagement with faculty interpretations of competence.